Compared standardized versus semi-structured approach to measuring intellectual development to identify accurate methods to assess gender differences and similarities. Intellectual development was measured for 101 college freshmen using the Measure of Epistemological Reflection and a semi-structured interview. Results provide strong evidence that…

Examined consistency of hand preference in a longitudinal study of children between 18 and 42 months of age. Results showed a sex-specific relationship between hand consistence and intellectual development. Females with consistency of handedness were precocious compared to females without such consistency; the same relationship did not hold for…

The rich complexity of the concepts of masculinity and femininity has been reflected in personality measures in at least two different ways: by employing a variety of subscales with comparatively homogeneous items or by using a single scale with comparatively heterogeneous items. The Personal Attributes Questionnaire (PAQ) was the subject of an…

This study examines the longitudinal relationships between mastery motivation and differentiated measures of intellectual development assessed at 1 and 3 1/2 years of age in a sample of 35 children (21 boys and 14 girls). At one year three types of mastery motivation were assessed using structured tasks: (1) producing effects (engaging in…

The confluence model shows the influence of family on intellectual growth. The decline of SAT scores is related to changing family patterns. Intellectual growth is lower for children with many siblings. The increase in average family size for the cohorts taking SATs between 1963 and 1980 caused scores to decline. (Author/VM)

Reports a two-year longitudinal study of 55 adolescents and young adults who were divided into three groups and given Reflective Judgment Interviews and the Concept Mastery Test to investigate sequentiality of reflective judgment stages. Results indicate support for seven hypothesized shifts in epistemic assumptions over time.(Author/RH)

The relationship between a child's assumption of responsibility for intellectual-academic successes and failures and various performance scores was examined in the present investigation. An expanded version of the Crandall, Katkovsky, and Crandall (1967) Intellectual Achievement Responsibility (IAR) Questionnaire was administered to a total of 138…

A sex-related difference, favoring boys, was found on initial performance of two samples (one British, one American) of 10- and 11-year-old children on tasks involving volume and density. After classroom instruction that included opportunities for interaction with appropriate materials, both sexes performed at higher levels but differences…

The Learning Environmental Preferences instrument was completed by 60 technical college instructors. A significant relationship was found between intellectual development and years of education; females scored higher than males. No relationship was found between intellectual development and age, teaching experience, or supervisory experience. (SK)

The study contrasted personality and intellectual characteristics of 3 groups of 16 children: a group molested by a teacher, a molested by a family member, and a nonmolested control group. There were few differences between the two molested groups or between boys and girls. Significant differences were found between molested and unmolested…

Examines the relationship between consistency in the home environment during the first two years of life and children's intelligence test performance at age three. Results are discussed in terms of race and sex differences exhibited by 72 White and Black subjects. (MP)

This study examined the intellectual development of black college students and investigated the relationship among students' intellectual development, their academic and social integration, and the noncognitive factors specified by Tracey and Sedlacek (1984). Subjects were 344 black undergraduate students at a large midwestern state university who…

This study was designed to determine whether age or education had the greatest impact on the intellectual development of college students of traditional and nontraditional ages. (Author)

Perry's scheme of intellectual and ethical development was examined for sex differences with respect to content areas for which sex differences have elsewhere been suggested: occupational choice, interpersonal relationships, and sexual identity. In addition, the content area religion and ego development, as measured by Loevinger's sentence…

This study examined the stability and across time changes on mean scores on eight educational outcomes including cognitive and non-cognitive areas as measured by the Pennsylvania Grade 5 Educational Quality Assessment Inventory. Data, collected on children tested as fifth graders in 1969 and retested in 1971 and 1973, are presented separately for…